Sun, Sep 6, 2026
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Ethics code: IR.UT.IRICSS.REC.1403.035
1- Institute for Cognitive Science Studies, Tehran, Iran.
2- Kharazmi University, Tehran, Iran
2- Kharazmi University, Tehran, Iran
Abstract: (7 Views)
Abstract
Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, characterized by persistent and impairing patterns of inattention and/or hyperactivity-impulsivity that are inconsistent with the individual’s developmental level, and it can disrupt academic, social, and emotional functioning.The present study aimed to examine the effectiveness of a social–cognitive rehabilitation package on social skills and behavioral problems in students with ADHD.
Methods: This study employed an experimental pretest–posttest design with a control group and a two-month follow-up. The statistical population consisted of students diagnosed with ADHD who referred to the Parto Rehabilitation Center and Comprehensive Educational Disorder Centers in Tehran during the second half of 2024. Using purposive sampling, 50 students were selected and randomly assigned to an experimental group and a control group (25 participants in each group). The experimental group received a social–cognitive rehabilitation package (remedial rehabilitation program and virtual language training) in ten 50-minute sessions, while the control group received no intervention. The Social Skills Rating System (Gresham & Elliott, 1990) and the Conners Rating Scale were administered at the pretest, posttest, and follow-up stages. Data were analyzed using mixed-design analysis of variance (ANOVA) and Bonferroni post hoc tests in SPSS version 27.
Results: The findings indicated that the social cognition rehabilitation intervention had a significant positive effect on improving social skills and their subcomponents, including cooperation, assertiveness, self-control, empathy, responsibility, and social/peer relationships. Additionally, the intervention led to a significant reduction in behavioral problems among students with ADHD. Importantly, these effects remained significant and stable at follow-up, indicating the durability of the changes induced by the rehabilitation program.
Conclusion: The results highlight the importance of using social–cognitive rehabilitation interventions to enhance social skills and reduce behavioral problems in students with ADHD. Accordingly, clinicians, researchers, and therapists may utilize these interventions as effective, evidence-based therapeutic options alongside pharmacological treatments to improve the neuropsychological functioning of children with ADHD.
Introduction: Attention-Deficit/Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders, characterized by persistent and impairing patterns of inattention and/or hyperactivity-impulsivity that are inconsistent with the individual’s developmental level, and it can disrupt academic, social, and emotional functioning.The present study aimed to examine the effectiveness of a social–cognitive rehabilitation package on social skills and behavioral problems in students with ADHD.
Methods: This study employed an experimental pretest–posttest design with a control group and a two-month follow-up. The statistical population consisted of students diagnosed with ADHD who referred to the Parto Rehabilitation Center and Comprehensive Educational Disorder Centers in Tehran during the second half of 2024. Using purposive sampling, 50 students were selected and randomly assigned to an experimental group and a control group (25 participants in each group). The experimental group received a social–cognitive rehabilitation package (remedial rehabilitation program and virtual language training) in ten 50-minute sessions, while the control group received no intervention. The Social Skills Rating System (Gresham & Elliott, 1990) and the Conners Rating Scale were administered at the pretest, posttest, and follow-up stages. Data were analyzed using mixed-design analysis of variance (ANOVA) and Bonferroni post hoc tests in SPSS version 27.
Results: The findings indicated that the social cognition rehabilitation intervention had a significant positive effect on improving social skills and their subcomponents, including cooperation, assertiveness, self-control, empathy, responsibility, and social/peer relationships. Additionally, the intervention led to a significant reduction in behavioral problems among students with ADHD. Importantly, these effects remained significant and stable at follow-up, indicating the durability of the changes induced by the rehabilitation program.
Conclusion: The results highlight the importance of using social–cognitive rehabilitation interventions to enhance social skills and reduce behavioral problems in students with ADHD. Accordingly, clinicians, researchers, and therapists may utilize these interventions as effective, evidence-based therapeutic options alongside pharmacological treatments to improve the neuropsychological functioning of children with ADHD.
Keywords: Attention-Deficit/Hyperactivity Disorder, Social–Cognitive Rehabilitation, Social Skills, Behavioral Problems
Type of Study: Research |
Received: 2026/01/25 | Accepted: 2026/07/12
Received: 2026/01/25 | Accepted: 2026/07/12
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